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There is a paucity of research exploring sources of resilience among transgender and gender diverse (TGD) young people with multiple marginalized identities. Information and communication technologies (ICTs) offer unique opportunities for authentic self-expression, which is not always possible offline. The primary aims of this study were to understand unique sources of resilience among TGD youth in their online and offline lives. Using photo elicitation and grounded theory methods, we conducted online in-depth interviews with TGD young people (N = 29) between the ages of 14-25 across the United States identifying with at least one of the following social statuses: (1) person of color; (2) immigrant; or (3) living in a rural area. Four themes were identified from the data, with both online and offline artistic expression being viewed as a: (1) form of authentic self-expression; (2) coping mechanism; (3) way to connect to others; and (4) pathway toward agency. Findings advance understanding about the use of artistic expression as an underexamined source of resilience among TGD youth with multiple marginalized identities. Within clinical settings, options for TGD youth to participate in various forms of expressive art may improve engagement and enhance youths' abilities to authentically express their thoughts, feelings, and experiences to promote healing and growth.

The Council on Social Work Education mandates that students be prepared to work competently across lines of difference. Research suggests that social work programs have inadequate curricula for preparing students to work with LGBTQ+ people, and can be unsupportive of the needs of LGBTQ+ students. Little is understood about the experiences of LGBTQ+ social work students who work to address these programmatic inadequacies. This qualitative study collected data from LGBTQ+ social work students in the US and Canada who had engaged in efforts to increase inclusion in their programs. A thematic analysis found that students used individual and collective strategies to increase programmatic inclusion of LGBTQ+ people and content. Participants also described the burden associated with doing this identity work.

Classroom-based microaggressions are a critical problem, associated with a range of negative impacts for students in targeted groups. Central to the problem of microaggressions is that they are often unacknowledged or unaddressed by educators in their own classrooms. Findings from the Social Work Speaks Out! mixed-method survey demonstrate that LGBTQ+ undergraduate and graduate students experience a range of microaggressions in social work classrooms, as they would in classes in other fields. This article draws on qualitative data to examine the experiences of homophobic and transphobic microaggressions by social work students across the United States and Canada and introduces a new tool, grounded in the data, to guide educators in recognizing, naming, and effectively addressing microaggressions in their own classrooms.

This study examines students' negative experiences in field placement related to their sexual orientation, gender identity, and expression, examining areas of conflict and emotional responses to conflicts. Using a subset of data gathered as part of a larger survey of 1,018 lesbian, gay, bisexual, transgender, and queer (LGBTQ) undergraduate and graduate social work students in the United States and Canada, an analysis is conducted on qualitative responses (N=207) to a question about conflict in the field. The authors identified six LGBTQ-related conflict themes: managing disclosure, unsupportive agency atmosphere, handling others' discomfort, dealing with discriminatory attitudes and behaviors, bad practice with LGBTQ clients, and challenges found within an LGBTQ-serving agency. Forty student responses discussed feelings of fear, sadness, discomfort, and shame. Implications for field education with LGBTQ social work students are discussed.

Video gaming is a popular youth pastime that has prompted scholarship into its relationship with psychological well-being. However, sexual and gender diverse youth (SGDY) who play video games are largely overlooked in this research. SGDY experience significant mental health challenges, but utilize coping strategies mediated by digital technologies, necessitating an examination of their video game playing and its effects on well-being. This literature review synthesizes the emerging evidence base by identifying key constructs related to SGDY well-being and video gaming. Five themes were derived from the literature: (a) SGDY identity development and self-expression in video games; (b) SGDY video gaming and coping skills; (c) Social support in SGDY video gaming communities; (d) SGDY digital microaggressions in video gaming; and (e) SGDY civic engagement through video gaming. The findings establish multiple risks and opportunities for harnessing video games to support SGDY's well-being. Recommendations for practice, research, and industry collaborations are presented. [ABSTRACT FROM AUTHOR]

Sexual and gender minority young people (SGMY) experience mental health disparities and are overlooked in mental health practice and research. Self-compassion is a protective factor that promotes youth psychological well-being. This study examines SGMY perceptions of self-compassion and their experiences participating in self-compassion practices. SGMY (n = 30) ages 16–29 participated in empirically supported self-compassion practices. Using grounded theory, researchers uncovered three themes. SGMY indicated that (1) the practice of self-compassion may help SGMY cope with internal/external homo/bi/transphobia, (2) cultivating self-compassion can enhance well-being, and (3) self-compassion can support coping with difficult thoughts and emotions. Self-compassion may be a helpful approach for SGMY. Implications for SGMY mental health are explored. [ABSTRACT FROM AUTHOR]

Hospital social workers play a critical role during public health emergencies such as the COVID-19 pandemic. This study examined how hospital social workers describe essential roles and responsibilities in mental health care. In response to an exploratory survey, 97% of participants (N = 225) stated that hospital social workers provide essential services and using inductive content analysis, five essential responsibilities of social work practice emerged: (1) counseling, intervention, and support, (2) suicide and crisis intervention, (3) support for families, (4) clinical case management, and (5) interprofessional collaboration and support. We discuss implications for social work practice in mental health. [ABSTRACT FROM AUTHOR]

Specialized research training is a key component of graduate education, yet sexual and gender diverse (SGD) emerging scholars may not receive quality training and networking opportunities at their home institutions. International and interdisciplinary trainings by SGD scholars may develop research competence and academic networks, but few such extracurricular research training programs exist. This article presents the curriculum and mixed-method evaluation of the International Student Training Network (ISTN), a two-year bilingual training program designed to train SGD emerging scholars in Canada, the USA, Mexico, and the UK to conduct research with SGD youth. The racially diverse and interdisciplinary trainees (N = 38) completed a competence self-assessment at pre-test, midpoint, and post-test. Significant improvements in knowledge and skill were found, while importance of the concepts remained consistently high. Twelve trainees participated in interviews to reflect on their experience. Thematic analysis produced three themes, describing benefits of the ISTN: (1) 'You do stick out a lot': Fostering SGD scholarly community in academia; (2) 'We were all working together': Bridging the disciplinary and geographic gaps; and (3) 'A transformative experience': Developing scholarly self-concept and academic self-efficacy. The findings highlight the utility of specialized research training for emerging SGD scholars limited by geographical and disciplinary siloes. [ABSTRACT FROM AUTHOR]

Mixed methods analyses of an online survey sample (n = 4942) of sexual and/or gender minority youth (SGMY) (age 14-29) explore the relationship between participation in online fandom communities and (1) socially-mediated identity milestones and (2) self-identification, comparing fandom participating SGMY versus non-fandom participating SGMY. Fandom participating youth were younger than their non-fandom participating peers, were more active online daily, and hit established identity milestones earlier and more rapidly. Fandom participating youth also identified with more complexity, using a broader variety of more non-traditional sexual identity and gender identity labels. Implications for research and practice are provided.

Peer researchers (PRs) are research team members who share traits (e.g. gender, age, sexual orientation, diagnosis, income, housing situation, etc.) with study participants. Participatory methods and some fields (e.g. HIV/AIDS) expect PRs to be equitably involved in a project. Moreover, in Canada, there is a current impetus to include 'the patient' in health research. PRs often join a project without any formal research training, yet they are frequently tasked with suggesting appropriate language, recruiting participants, conducting interviews, administering surveys, analyzing data, and presenting findings. While there is literature on PR hiring, ethical considerations of PR engagement, and PR experiences, the methods of training PRs remain underreported. A blended learning curriculum (i.e. combination of webinars, didactic in-person presentation, filmed simulation, etc.), informed by the principles of action learning and the concept of reciprocity, has shown preliminary effectiveness in training PRs across two studies. This paper will present the curriculum, alongside exploratory evaluation results (n = 7), with details on how the curriculum changed from one study to the next and how reciprocity between academic and peer researchers led to stronger collaborations.

Interdisciplinary collaboration fuels research innovation and funders are increasingly offering long-term grants prioritising partnerships. However, a gap remains regarding the effective development, evaluatation, and sustainment of research partnerships; particularly those supporting marginalised populations like sexual and gender minority youth (SGMY). There is a concomitant need to expand research internationally to cross-culturally conceptualise SGMY's experiences, which information and communication technologies (ICTs) may facilitate. The International Partnership for Queer Youth Resilience (INQYR) is a research consortium comprising over 40 academic and community representatives investigating and addressing issues faced by SGMY in Canada, the United Kingdom (UK), United States of America (USA), and Mexico from an interdisciplinary perspective by: (a) conducting and disseminating interventions and exploratory research on SGMY's ICT use, and (b) training cohorts of SGMY scholars and practitioners. This article details INQYR's rationale and formation, including its objectives and organisational framework. Facilitators and barriers are discussed through reflection on INQYR's first operational phase from 2018–2021, considering collaboration with diverse stakeholders and settings; shared goals; language and technology barriers; personal and workload barriers; infrastructure; and power and historical tensions. Implications for other research partnerships and concrete tools such as author guidelines for large-scale research partnership formation, operation, and evaluation are discussed. [ABSTRACT FROM AUTHOR]

Despite the growing ageing population in Canada, limited efforts have been made to understand the role of ageing in sexual minority research. The term sexual minority refers to people that do not identify as heterosexual regarding their sexual orientation. In order to examine the role of social factors in sexual minority ageing, the study utilised the Canadian Longitudinal Study on Aging (CLSA) baseline data to compare social participation rates between different sexual orientation groups by using the analysis of variance. Findings from the study indicate that social participation levels differ by sexual orientation in both ageing males and females. The results of this study suggest that social participation is an important construct for studies that explore the ageing process of sexual minority populations. In particular, this study’s results related to the lack of social participation in venues such as sports and religious activities points to potential areas of exploration for developing strategies to foster more inclusive environments in order to increase social engagements. [ABSTRACT FROM AUTHOR]

This exploratory study used grounded theory to understand the role of minority stress on the first-year experience of lesbian, gay, bisexual, queer, and questioning emerging adults attending a university in the Northeastern part of the United States. Twenty-one lesbian, gay, bisexual, queer, and questioning sophomores participated in focus groups asking them to reflect on their first-year of university. Themes suggest that participants tackle multiple challenges simultaneously: the developmental task of increased independence and stressors specific to lesbian, gay, bisexual, queer, and questioning adults such as encountering stigma. Furthermore, participants manifested resilience in response to minority stress. Participants joined campus organizations, expressed pride in their identities, made use of social supports, and sought out safe opportunities to disclose. The discussion concludes with implications for practice and policy.

Simulation-based learning (SBL) is a powerful tool for social work education, preparing students to practice in integrated health care settings. In an educational environment addressing patient health using an integrated care model, there is growing emphasis on students developing clinical competencies prior to entering clinical placements or clinical practice settings. This article highlights the importance of SBL in the development of the clinical competencies of graduate social work students enrolled in a Social Work Practice in Health course. The development and implementation of an educational initiative using a family-based simulation scenario to enhance classroom learning for health social work practice is described, and recommendations for future educational initiatives using SBL are provided.

Discrimination toward lesbian, gay, bisexual, transgender, and queer (LGBTQ) social work students can negatively affect academic performance and personal and professional identity development. Intersectionality is a conceptual approach that states that social identities interact to form different meanings and experiences from those that could be explained by a single identity. This study explored how the educational experiences of LGBTQ social work students in the United States and Canada influenced their professional and personal identities. Using an intersectional analysis, three major themes emerged: the need for social work programs to better promote LGBTQ identity and emerging social work professional identity integration, a lack of LGBTQ content in the curriculum, and unsupportive LGBTQ school climates. Implications for social work education are considered.

BackgroundThe experiences of resilience and intersectionality in the lives of contemporary sexual and gender minority youth (SGMY) are important to explore. SGMY face unique experiences of discrimination in both online and offline environments, yet simultaneously build community and seek support in innovative ways. SGMY who identify as transgender, trans, or gender nonconforming and have experiences with child welfare, homelessness, or immigration have been particularly understudied. A qualitative exploration that leverages technology may derive new understanding of the negotiations of risk, resilience, and identity intersections that impact the well-being of vulnerable SGMY. ObjectiveThe objectives of the QueerVIEW study were to (1) enhance understanding of SGMY identities, both online and offline, (2) identify experiences of intersectionality among culturally, regionally, and racially diverse SGMY in Ontario, Canada, (3) explore online and offline sources of resilience for SGMY, and (4) develop and apply a virtual photo elicitation methodological approach. MethodsThis is the first study to pilot a completely virtual approach to a photo elicitation investigation with youth, including data collection, recruitment, interviewing, and analysis. Recruited through social media, SGMY completed a brief screening survey, submitted 10 to 15 digital photos, and then participated in an individual semistructured interview that focused on their photos and related life experiences. Online data collection methods were employed through encrypted online file transfer and secure online interviews. Data is being analyzed using a constructivist grounded theory approach, with six coders participating in structured online meetings that triangulated photo, video, and textual data. ResultsData collection with 30 participants has been completed and analyses are underway. SGMY expressed appreciation for the photo elicitation and online design of the study and many reported experiencing an emotional catharsis from participating in this process. It is anticipated that results will form a model of how participants work toward integrating their online and offline experiences and identities into developing a sense of themselves as resilient. ConclusionsThis protocol presents an innovative, technology-enabled qualitative study that completely digitized a popular arts-based methodology—photo elicitation—that has potential utility for contemporary research with marginalized populations. The research design and triangulated analyses can generate more nuanced conceptualizations of SGMY identities and resilience than more traditional approaches. Considerations for conducting online research may be useful for other qualitative research. International Registered Report Identifier (IRRID)DERR1-10.2196/20547

Summary: Mindfulness and cognitive training interventions are promising models to address impacts (e.g., anxiety and stress) of cognitive impairment among older adults. Combining strategies may yield better outcomes than models offered in isolation. However, there are numerous uncertainties about these interventions, potential for combination, and implementation. Social workers are well placed to offer these interventions. Findings: From an initial search of 3,538 records, 13 studies were included in the final review. Mindfulness studies focused on stress reduction or cognitive behavioral therapy. Cognitive training studies applied stimulation or activity approaches. Results indicate that the field is still emerging, as most studies were pilot or feasibility trials. A combination of mindfulness-based stress reduction and brain training activities may offer the most promising model for older adults with cognitive impairment, based on outcome assessments and other factors. A common limitation among the reports was detailed on engaging older adults with cognitive challenges in the design and implementation of these interventions. Applications: This realist review deepens the understanding of how, why, for whom, and in what circumstances a combination of mindfulness and cognitive training could be most successful for social workers to address intersecting cognitive and aging needs of older adults. Building evidence on combining mindfulness-based stress reduction and brain training activities among older adults with cognitive impairment could yield promising results, and this review identifies implementation considerations. The review also found a need for psychometric scale development on the benefits of brain training activities. [ABSTRACT FROM AUTHOR]

Social work has professional and academic standards consistent with transgender affirmative education and practice. Nevertheless, a growing body of research suggests that transgender issues are largely absent from social work education, resulting in practitioners who are uninformed or biased against transgender issues. The present study expands the literature through a mixed methods study exploring perceptions of transgender issues in social work education from the perspectives of transgender social work students (n = 97). Quantitative and qualitative analyses reveal barriers to transgender affirmative social work education including (1) transphobic microaggressions within classroom and field settings, (2) the absence of transgender specific education and expertise, and (3) the general lack of visibility of transgender issues. Recommendations for transgender affirmative social work education are provided.